Hyun, J., Ediger, R., & Lee, D. (2017). Students’ satisfaction on their learning process
in active learning and traditional classrooms.
International Journal of Teaching and Learning in Higher Education, 29(1), 108-118. Retrieved from
This study and its resulting data examines the necessity of specifically designed
space for Active Learning Pedagogy. While an Active Learning Classroom facilitates
interactive productivity, instructors may effectively use active learning pedagogy
within traditional classrooms. Based on specific examples and a performed study, the
greatest advantage of active learning is the positive influence on both student and
instructor attitude and engagement. “Pedagogy is key.”
Highlights: “Faculty members in the active learning community (ALC) shared that they tended
to spend more time before class in class preparation once they were committed to active
Wu, S.P.W., & Rau, M.A. (2017). How technology and collaboration promote formative
feedback: A role for CSCL research in active learning interventions.
Making a Difference: Prioritizing Equity and Access in CSCL. 12th International Conference
on Computer Supported Collaborative Learning (CSCL 2017), 1
, 279-286. Retrieved from
This paper details an observational study which looks at the ability to utilize active
learning interventions to facilitate formative feedback. Active learning, largely
through online problem sets, provides more opportunity for levels of production, reflection,
and feedback as well as the repetition of those aspects of learning. Active learning
setups also allows instructors to give more feedback of substantial quality to each
Highlights: “One possible explanation of how technology supported collaboration in active learning
interventions is that correctness feedback from the online problems helps students
trust corrective feedback from peers.”
Auerbach, A.J., Higgins, M., Brickman, P., & Andrews, T.C. (2018). Teacher knowledge
for active-learning instruction: Expert-novice comparison reveals differences.
Life Sciences Education,
17(1). Retrieved from
This study explores the implementation and efficacy of active learning through the
lens of instructor experience. The extent of an instructor’s knowledge of teaching
and learning has a direct impact on how effectively they implement active learning
strategies.Through accumulated experience, veteran teachers ‘notice differently than
novice teachers, drawing on knowledge that newer teachers lack to critically analyze
teaching and learning in a classroom…[especially] the relationship between teaching
strategies and student thinking.’ To fully realize the benefits of active learning,
pedagogy must be an integral part of preparation and facilitation.
Highlights: “While a lecturer can prepare an entire lesson before a class meeting and enact
it without much deviation, an active-learning instructor engages students in examining
and articulating their own thinking during a lesson and must be able to recognize,
make sense of, and respond to student thinking in real time.”
Brame, C.J. (n.d.). Active learning.
Vanderbilt University Center for Teaching. Retrieved from
This article offers multiple definitions, strategies, activities, and resources for
active learning. The authors ties active learning basics to constructivist learning
and authorities such as Piaget and Vygotsky. The research supports that active learning
fosters more success than traditional lecture-based teaching and that active learning
is an effective tool for inclusivity (socioeconomic status, gender) in classrooms.
Article provides a good foundational understanding of active learning theory and practice.
Carr, R., Palmer, S., & Hagel, P. (2015). Active learning: the importance of developing
a comprehensive measure.
Active Learning in Higher Education, 16(3), 173-186. Retrieved from
Carr, Palmer, and Hagel perform “an investigation into the validity of a widely used
scale for measuring the extent to which higher education students employ active learning
strategies.” They lay out a foundational understanding of active learning before delving
into modes of active learning and their measurability on scales such as the Australasian
Survey of Student Engagement (AUSSE) and the National Survey of Student Engagement
(NSSE). The data supports the importance of reflective and guided
experiences in learning and stresses the importance of active learning strategies for modern
Baepler, P., & Walker, J.D. (2014). Active learning classrooms and educational alliances:
Changing relationships to improve learning.
New Directions for Teaching and Learning, 137. Retrieved from
This paper addresses
why active learning classrooms work for our current academic society, exploring social
ideology and practice. Active learning classrooms are shown to foster and facilitate
a learning community that is dynamic and flexible, engaged and interactive. Largely,
the deconstruction of traditional hierarchy and the evolution of learning go hand
in hand. The authors explore this through an overarching concept of
educational alliance and five main aspects of learning and the learning environment: mutual respect,
shared responsibility for learning, effective communication and feedback, cooperation,
and trust and security. The fluidity and interactivity of space and environment is
shown to actively influence both student and instructor mindset and engagement.
Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate
American Association for Higher Education. Retrieved from
One of the original and most often cited articles that positions active learning at
the heart and soul of a learning environment. These seven principles are 1. Encourages
contacts between students and faculty 2. Develops reciprocity and cooperation among
students 3. Uses active learning techniques 4. Gives prompt feedback 5. Emphasizes
time on task 6. Communicates high expectations 7. Respects diverse talents and way
of learning. This article shows the common foundation of good teaching no matter the
location, the space, or the ideology.
Beichner, R.J. (2014). History and evolution of active learning spaces.
New Directions for Teaching and Learning, 137. Retrieved from
Freeman, S., Eddy, S., McDonough, M., Smith, M.K., Okoroafor, H., Wenderoth M.P. (2014)
Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Sciences. 111(23):8410-8415.
Haak, D.C., HilleRisLambers, J., Pitre, E., Freeman S. (2011). Increased structure
learning reduce the achievement gap in introductory biology.
Science. 332(6034): 1213-1216.
Tanner, K.D. (2013). Structure matters: twenty-one teaching strategies to promote
engagement and cultivate classroom equity.
CBE Life Sciences Educ
ation. 12(3): 322–331.